| CODE | HPN3012 | ||||||||||||
| TITLE | Consumer Education: Protection, Advocacy, Trends and Analysis | ||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 6 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||||||
| DESCRIPTION | This study-unit provides an understanding of the role of the consumer in society, the need of consumer education in its broadest application and policies for consumer protection. Students will explore the factors that influence the choice of goods and services in today鈥檚 consumerist society. New trends and changing patterns of shopping and methods of payment for goods and services are evaluated, focusing on new technological and digital developments, outlining areas where consumers are vulnerable and where education could be beneficial. Consumer rights and responsibilities together with legislation are discussed. Various sources of consumer information and education will be examined, with particular emphasis on advertising and other forms of consumer pressures, as well as formal and informal learning activities. Study-Unit Aims: This unit aims at outlining the role of the consumer in this rapidly changing world. It will evaluate the need for consumer education from an early stage in life and emphasize the need to be empowered sustainable consumers, committed to get the best value for their money, be assertive and fight for their rights, within an approach which respects the dignity of others and conservation and amelioration of the natural environment. The unit will identify factors that influence the consumer behaviours and evaluate the role of advertisements and other marketing tools. Students will explore various forms and policies of consumer protection, focusing mainly on the local and EU scenario. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Define consumer education and identify the different elements (knowledge, skills, attitudes and concepts) that constitute consumer education; - Explain the Wheel of Consumer Behaviour and show its application; - Outline the various advantages and disadvantages of different shopping outlets and means of payment, including new technological and digital developments; - Identify factors that ought to be considered when purchasing various items, such as items for infants and toddlers, household items and appliances, fabric for clothing and domestic use, electronic items, apparatus and equipment used by elderly amongst others; - Identify ways and means of obtaining credible and accurate information about goods and services before purchasing; - Explain the basic consumer rights and responsibilities contextualising with examples; - Outline redress procedures that consumers can seek in case of being unsatisfied with their purchases; - Analyse local legislation and E.U directives on consumer protection and effective methods of redress. 2. Skills: By the end of the study-unit the student will be able to: - Apply, through mini case studies, various tactics to show how consumers can be assertive when purchasing goods or complain about shoddy goods or unsatisfactory services; - Investigate (through personal and group reflection, public surveys or focus groups) the influence of advertisements and the gimmicks used in such promotional means; - Interpret labels found on various products (garments, food, electrical goods, footwear, detergents, labour saving devices and furniture amongst others); - Design suitable labels for homemade food products or textile artefacts. Main Text/s and any supplementary readings: Main Texts: - Farrugia, F.E., Mangion, G., Borg, J., PISCOPO, S., Micallef, P., Sannut, C., Camilleri, M. (2012) A National Strategy for Consumer Education: a Consultation Document. Malta: MCCAA. - Gandotra, V. (2005): Consumer Education. Dominant Publishers & Distributors. - Goldsmith, E. & Piscopo, S. (2013) 鈥淎dvances in Consumer Education: European Initiatives鈥�, International Journal of Consumer Studies. vol 38, issue 1, pp. 52-61 doi: 10.1111/ijcs.12063. Supplementary Readings: - Burton, J. (2003). Consumer Economics and Personal Finance (Nextext Coursebook) Nextext Publishers. - Christian, C.J. (1989). Home Economics in Action: Home and Family. England: Oxford University Press. - International Journal of Consumer Studies, John Wiley & Sons Ltd. - Lowe, R.E., Malouf, C.A. and Jacobson, A.R. (2006) Consumer Education & Economics. McGraw-Hill Education Publishers. - Miller, R.L & Staffor, A. (2009): Economic Education for Consumers. South Western Educational Publishing. - Piscopo, S. (2015) 鈥淎re Food Convenience and Sustainable Consumption Mutually Exclusive? Home Economics Literacy to the rescue鈥� in Responsible Living: Concepts, Education and Future Perspectives, ed. RJ. Didham, D Doyle, J Klein, VW Thoresen. Switzerland: Springer, pp. 197-216. - Schuh, M. (Ed). (2003). Empowering Consumers: Educated Choices. E.U.: Consumer Education for Adults Programme. - Soloman, M., Bamosssy, G., & S. Askegaard. (2001). Consumer Behaviour (2nd ed.). U.S.: Prentice Hall www.schoolslearningoutcomes.edu.mt/en/ |
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| STUDY-UNIT TYPE | Fieldwork, Group Learning and Lecture | ||||||||||||
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| LECTURER/S | Kathleen Attard Carmen Muscat |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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